Period 1 Warming up and Speaking
整体设计
从容说课
This is the first teaching period of this unit, perhaps also the first in this new term. So the teacher can first ask the students to talk about their summer holiday life. They can talk freely as they like.
The main topic of this unit is about friendship, and nearly all the teaching materials center on it. The teacher can introduce the topic to the students in interesting ways, such as playing videos and songs on friendship, getting the students make a list of qualities a good friend should have, letting the students make a group discussion on questions about the topic, and so on. Then have the students make the survey in the textbook. This survey examines whether the students are good friends and leads them to think and talk about friendship, get to know the problems between friends and seek solutions. In doing so, it should make them consider what qualities and behavior make a good friend. This is the first of many activities designed for self-reflection in this textbook. It makes preparations for the further teaching in topics, background and vocabulary.
Another teaching aim in this period is to get the students to learn how to express their attitudes, agreement and disagreement, and certainty. The teacher can get the students to work in pairs to talk about “If your best friend does something wrong, what will you do? ” and share their ideas with each other. Then ask them to work in groups on other questions (a question each group). In above two steps, tell them to use such structures as I (don’t)think. . . , I (don’t)believe. . . , In my opinion, . . . , I (don’t) think so, I (don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.
To consolidate the contents of this period, the students are required to make a dialogue on qualities a good friend or an ideal friend should have.
教学重点
1. Use the given adjectives and sentence structures to describe one of their friends.
2. Learn to evaluate friends and friendship.
教学难点
1. Work together with partners and describe one of their good friends.
2. Discuss with partners and find out ways to solve the problems.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Let the students learn the following new words and expressions:surve
2. Get the students to learn to express attitudes, agreement and disagreement and certainty using the following structures:Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.
Ability aims:
1. Enable the students to describe their friends in English.
2. Figure out the problems between friends and then find different ways to solve the problems.
3. Encourage the students to think and talk about friends and friendship by using some phrases and structures.
Emotional aims:
1. Get the students to learn to solve problems that may occur between friends.
2. Cultivate the students to form the good habit of learning English in Senior Middle School.
教学过程
设计方案（一）
→Step 1 Lead-in
Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne. This is the first class in the new term. So at the beginning, ask the students to talk about their summer holidays. They can talk freely as they like.
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
2. What do you think of our new school? Do you like it? Could you say something about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
(Other suggestions for introducing the topic of this unit:1. Play two songs on friendship, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a list of three qualities a good friend should have. )
→Step 2 Warming-up
1. Ask some students to tell the class how his or her friend is in one or two sentences. The following adjectives may be hel
brave loyal wise handsome pretty smart friendly
Suggested sample sentences:
1)My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.
2)My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.
3)My friend David is wise. He always gives me the best advice.
4)My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.
5)My friend Harry is a smart student. He always asks good questions in class.
2. Ask the students to give a brief description of one of their friends. The following phrases and structures may be helpful.
His/Her name is. . .
He/She is. . . years old.
He/She likes. . . and dislikes. . .
He/She enjoys. . . and hates. . .
He/She is very kind/friendly. . .
When/Where we got to know each other.
Suggested sample description:
Zhang Xiangming is my best friend. She is seventeen years old. She likes English and Chinese, and dislikes mathematics and physics. She enjoys music and hates sports. She is very pretty and also friendly. Last month when we entered the senior middle school we got to know each other and we are best friends now.
3. What types of friendship do you have? Please tick them out. Then fill in the blanks.
girl friends boy friends pen friends long-distance friends friends of the same age friends across generations e-friends (friends over the Internet) unusual friends like animals, books. . .
1)______________ is/are most important to me.
2)I spend most of my free time with______________ .
3)I will share my secrets with______________ .
4)When in trouble, I will first turn to______________ .
5)I think it easier to communicate with______________ .
6)______________ would make us feel safe.
Suggested answers(Students’ answers may vary):1)A girl/boy friend (Girl friends/Boy friends) 2)e-friends 3)unusual friends like animals 4)friends across generations5)friends of the same age 6)Long-distance friends
→Step 3 Make the survey
1. Ask the students to list some qualities of a good friend or their ideal friend. Have the students get into groups of four to find out what qualities each has listed. Get the students to tell their parterners their standards of good friends by using the following structures.
I think a good friend should (not)be. . .
In my opinion, a good friend is someone who. . .
2. Have a member of each group report on what their lists have in common and list them on the board.[来源:学&科&网Z&X&X&K]
3. Ask the class whether or not they agree with all the qualities list
4. Now have the students make the survey in the textbook.
While doing a survey, the students may need some explanations.
Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.
Question 2:This question is concerned with fairness.
Question 3:This question also deals with your concern for others.
Question 4:This question is concerned with responsibilities to a friend.
Question 5:This question is concerned with honesty.
5. Have the students score their survey according to the scoring sheet on Page 8.
6. Ask some students how many points they got for the survey and assess their values of friendship.
4~7 points:You are not a good friend. You either neglect your friend’s needs or just do what he or she wants you to do. You should think more about what a good friend needs to do.
8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(The teacher may also show the Ss the results above and let themselves self-reflect upon their own values of friendship. )
→Step 4 Talking and sharing
1. Get the students to work in pairs.
If your best friend does something wrong, what will you do?
Try to use the following expressions.
I think. . . I think so. I agree.
I don’t think. . . I don’t think so. I don’t agree.
I believe. . . That’s correct. In my opinion, . . .
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2. Get the students to work in groups.
Divide the students into four groups and each group chooses a topic to discuss. There are four topics.
Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2:There is a saying “To have a good friend, you need to be a good friend. ” What do you think of the saying and how can you be a good friend?
Topic 3:Does a friend always have to be a person? What else can be your friend? Why?
Topic 4:List some qualities of a person who does not make friend easily.
→Step 5 Summary
1. Ask the students to summarize what friendship is and what is the most important in making friends themselves.
2. The teacher shows more information about friendship and a poem about friendship. Enjoy it together.
What is friendship?
I want to find the answer to the question:
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.[来源:学#科#网]
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
→Step 6 Workbook
1. Talking (on Page 41)
While the students listen to the material, ask them to take notes about the speaker’s views of making friends.
Suggested steps:
1)Listen to what Leslie Clark, the Canadian, has to say about her experiences with friendship in China.
2)Ask the students in small groups to discuss whether they agree or disagree with her.
3)Then have the students take sides:at least one of them will support Leslie’s viewpoint, and the rest will not support it．Tell the students to think about why they agree or disagree with Leslie.
2. Speaking task (on Page 45)
Suggested steps:
1)In pairs, have the students read the following dialogue and discuss what they would do.
2)After each pair comes to an agreement, have them record their solution to the problem on a piece of paper and give it to you.
3)Put pairs that have different solutions to the same situation in groups of four.
4)Let them present their reasons to each other about what to do and try to come to an agreement about the best course of action.
5)Have a student from each group report their new sol
6)If time permits, ask the students to work in pairs and make a dialogue.
→Step 7 Evaluation
Students finish the following evalu
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他评 | ||
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1. I’m active in talking with others. |
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2. I’m active in cooperating with others. |
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3. I can express myself fluently, accurately and appropriately. |
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4. I know more about friendship after this lesson. |
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5. Do you think you need to improve yourself in some aspects? Which aspects? |
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→Step 8 Homework
1. Finish off the relative exercises in the Workbook.
2. Write down a short passage about your friend.
3. Prepare for the next part Reading.
Ending Tell the students: Make new friends and keep the old; one is silver and the other is gold.
设计方案（二）
→Step 1 Lead-in
Show the students a video of Auld Lang Syne to introduce the topic of this lesson.
(Other suggestions for introducing the topic of this unit:1. Play or sing the song That’s What Friends Are For, then ask the students what they are about. 2. Have a discussion about friendship with the students. Get the students to make a lis
→Step 2 Warming-up
1. Get the students to give a brief description of one of their friends.
2. Ask the students What types of friendship they have.
→Step 3 Make the survey
1. Ask the students to list some qualities of a good friend or their ideal
2. Have a member of each group report what their lists have in common and list them on the board.
3. Ask the class whether or not they agree with all the qualities listed on the board.
4. Now have the students
5. Have the students score their survey according to the scoring sheet on Page 8.
6. Ask some students how many points they got for the survey and assess their values of friendship.
→Step 4 Talking and sharing
1. Get the students to work in pairs.
If your best friend does something wrong, what will you do?
2. Get the students into groups and give each group a topic to talk about. Then let the class share their ideas. It’s better to stimulate the Ss to express their own opinions.
→Step 5 Summary
What is friendship? What is the most important in making friends?
→Step 6 Workbook
1. Talking on Page 41
2. Speaking task on Page 45[来源:学§科§网Z§X§X§K]
→Step 7 Homework
1. Finish off the relative exercises in the Workbook.
2. Write down a short passage about your friend.
3. Prepare for the next part Reading.
板书设计
Unit 1 Friendship
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useful structures |
Types of friendship |
Topics |
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I (don’t)think. . . I (don’t)think so. In my opinion, . . . |
. . . long-distance friends friends of the same age friends across generations [来源:Zxxk.Com] |
1. Why do you need. . . 2. There is a saying “To. . . 3. Does a friend always. . . 4. List some qualities of. . . |
活动与探究
A British
One who understands my silence.
A friend in need is
To have a friend, you need to be a good friend.
Friends are just the people who share your happiness and sorrow.
When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you. That’s friendship.
Suggested sample answer:
I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided.
